Abi,
Your post really resonated with me, especially your reflections on UbD and Backwards Design. Like you, I’ve been told countless times to “start with the end in mind,” but it wasn’t until practicum that I saw how much clarity it actually brings for both teachers and students. I also had moments where my units would lose focus even though I thought I was clear, so I definitely can relate to that challenge. What helped me was keeping the learning goals visible in the classroom, almost like your biology teacher did. It made it easier for students to check their own progress and it kept me accountable too.
I loved your idea of using a design thinking project to build classroom community at the start of the year. That feels like such a powerful way to set the tone with empathy and collaboration. In my own experience, when I gave students voice in designing classroom agreements, they were much more invested in following them, it felt less like “my rules” and more like “our rules.” How would you manage this in a classroom where some students might struggle with open-ended tasks or need more structure?
Your thoughts on deep vs. surface learning also made me reflect on my own language learning. I still remember Spanish phrases from role-play activities because they felt meaningful and interactive, but vocabulary lists never stuck. That really connects to your fashion show idea, where language is learned in a fun, authentic context.
